Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
06–475 Al-Ali, Mohammed N. (Jordan U of Science and Technology, Irbid, Jordan), Genre-pragmatic strategies in English letter-of-application writing of Jordanian Arabic–English bilinguals . International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 119–139. 06–476 Anderson, Bill (Massey U College of Education, New Zealand; w.g.anderson@massey.ac.nz ), Writing power into online discussion . Computers and Composition (Elsevier) 23.1 (2006), 108–124. 06–477 Blaır, Kristine & Cheryl Hoy (Bowling Green State U, USA; kblair@bgnet.bgsu.edu ), Paying attention to adult learners online: The pedagogy and politics of community . Computers and Composition (Elsevier) 23.1 (2006), 32–48. 06–478 Blakelock, Jane & Tracy E. Smith (Wright State U, USA; jane.blakelock@wright.edu ) Distance learning: From multiple snapshots, a composite portrait . Computers and Composition (Elsevier) 23.1 (2006), 139–161. 06–479 Bulley, Míchael, Was that necessary? English Today (Cambridge University Press) 22.2 (2006), 47–49. 06–480 Chi-Fen, Emily Chen (National Kaohsiung First U of Science and Technology, Taiwan; emchen@ccms.nkfust.edu.tw ), The development of email literacy: From writing to peers to writing to authority figures. Language Learning & Technology ( http://llt.msu.edu ) 10.2 (2006), 35–55. 06–481 Chikamatsu, Nobuko (DePaul U, Chicago, USA; nchikama@condor.depaul.edu ), Developmental word recognition: A study of L1 English readers of L2 Japanese . The Modern Language Journal (Blackwell) 90.1 (2006), 67–85. 06–482 DePew, Kevin Eric (Old Dominion U, USA; Kdepew@odu.edu ), T. A. Fishman, Julia E. Romberger & Bridget Fahey Ruetenik, Designing efficiencies: The parallel narratives of distance education and composition studies . Computers and Composition (Elsevier) 23.1 (2006), 49–67. 06–483 Dix, Stephanie (Hamilton, New Zealand; stephd@waikato.ac.nz ), ‘What did I change and why did I do it?’ Young writers' revision practices . Literacy (Blackwell) 40.1 (2006), 3–10. 06–484 Donohue, James P. (London, UK; jdonohue@hillcroft.ac.uk ), How to support a one-handed economist: The role of modalisation in economic forecasting . English for Specific Purposes (Elsevier) 25.2 (2006), 200–216. 06–485 Eisenhart, Christopher (U Massachusetts at Dartmouth, USA), The Humanist scholar as public expert . Written Communication (Sage) 23.2 (2006), 150–172. 06–486 Foy, Judith G. & Virginia Mann (Loyola Marymount U, USA; jfoy@lmu.edu ), Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children . Journal of Research in Reading (Blackwell) 29.2 (2006), 143–161. 06–487 Gruba, Paul (U Melbourne, Australia), Playing the videotext: A media literacy perspective on video-mediated L2 listening . Language Learning & Technology ( http://llt.msu.edu ) 10.2 (2006), 77–92. 06–488 Halliday, Lorna F. (MRC Institute of Hearing Research, Nottingham, UK) & Dorothy V. M. Bishop, Auditory frequency discrimination in children with dyslexia . Journal of Research in Reading (Blackwell) 29.2 (2006), 213–228. 06–489 Hayes, John R. (Carnegie Mellon U, USA) & N. Ann Chenoweth, Is working memory involved in the transcribing and editing of texts? Written Communication (Sage) 23.2 (2006), 135–149. 06–490 Hewett, Beth L. (Forest Hill, MD, USA; beth.hewett@comcast.net ), Synchronous online conference-based instruction: A study of whiteboard interactions and student writing . Computers and Composition (Elsevier) 23.1 (2006), 4–31. 06–491 Hilton, Mary (U Cambridge, UK; mhiltonhom@aol.com ), Damaging confusions in England's KS2 reading tests: A response to Anne Kispal . Literacy (Blackwell) 40.1 (2006), 36–41. 06–492 Hock Seng, Goh (U Pendikikan Sultan Idris, Malaysia) & Fatimah Hashim, Use of L1 in L2 reading comprehension among tertiary ESL learners . Reading in a Foreign Language ( http://www.nflrc.hawaii.edu ) 18.1 (2006), 26 pp. 06–493 Khuwaileh, Abdullah A. (Abu Dhabi, Al-ain, United Arab Emirates), Medical rhetoric: A contrastive study of Arabic and English in the UAE . English Today (Cambridge University Press) 22.2 (2006), 38–44. 06–494 Kondo-Brown, Kimi (U Hawaii at Manoa, USA), Affective variables and Japanese L2 reading ability . Reading in a Foreign Language ( http://www.nflrc.hawaii.edu ) 18.1 (2006), 17 pp. 06–495 Lee, Jin Sook (U California, USA), Exploring the relationship between electronic literacy and heritage language maintenance . Language Learning & Technology ( http://llt.msu.edu ) 10.2 (2006), 93–113. 06–496 Macaruso, Paul (Community College of Rhode Island, USA; pmacaruso@ccri.edu ), Pamela E. Hook & Robert McCabe, The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students . Journal of Research in Reading (Blackwell) 29.2 (2006), 162–172. 06–497 Magnet, Anne (U Burgundy, France; anne.magnet@u-bourgogne.fr ) & Didier Carnet, Letters to the editor: Still vigorous after all these years? A presentation of the discursive and linguistic features of the genre . English for Specific Purposes (Elsevier) 25.2 (2006), 173–199. 06–498 Miller-Cochran, Susan K. & Rochelle L. Rodrigo (Mesa Community College, USA; susan.miller@mail.mc.maricopa.edu ), Determining effective distance learning designs through usability testing . Computers and Composition (Elsevier) 23.1 (2006), 91–107. 06–499 Nelson, Mark Evan (U California, USA; menelson@berkeley.edu ), Mode, meaning, and synaestesia in multimedia L2 writing . Language Learning & Technology ( http://llt.msu.edu ) 10.2 (2006), 55–76. 06–500 Nikolov, Marianne (U Pécs, Hungary; nikolov@nostromo.pte.hu ), Test-taking strategies of 12- and 13-year-old Hungarian learners of EFL: Why whales have migraines . Language Learning (Blackwell) 56.1 (2006), 1–51. 06–501 Parks, Susan, Diane Huot, Josiane Hamers & France H.-Lemonnier (U Laval, Canada; susan.parks@lli.ulaval.ca ), ‘History of theatre’ web sites: A brief history of the writing process in a high school ESL language arts class . Journal of Second Language Writing (Elsevier) 14.4 (2005), 233–258. 06–502 Pigada, Maria & Norbert Schmitt (U Nottingham, UK), Vocabulary acquisition from extensive reading: a case study . Reading in a Foreign Language ( http://www.nflrc.hawaii.edu ) 18.1 (200
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it